READING INTERVENTION LESSON PLAN

STUDENT:

DATE: November 17, 2022

GOAL: Decoding (Multisyllabic words - Prefixes/ Suffixes)

After teaching a lesson on prefixes and suffixes, TSWBA T properly identify and read at least 22
of the 26 words involving prefixes and suffixes using the personal letter assessment.

RATIONALE:

struggles to read multisyllabic words involving both prefixes and suffixes. I recognized
this pattern using the qualitative reading inventory word lists and the wade word lists. I thought it
was important to incorporate a teaching portion into this lesson while also showing her how to
build and deconstruct multisyllabic words using various prefixes and suffixes. I also thought it
was important to incorporate a highlighting strategy into this lesson to help her identify which
words have prefixes and suffixes and how they can affect the meaning of a word. I will also be
able to incorporate this skill into the following lessons as a review. Since is in high
school, I thought it was important to reintroduce this topic which will allow her to break down
words to find their meanings and to read more complex texts.

PENNSYLVANIA STATE CORE STANDARD(S):

Standard - CC.1.1.3.D : Know and apply grade-level phonics and word analysis skills in
decoding words. (Identify and know the meaning of the most common prefixes and derivational
suffixes.)

STEPS OF EXPLICIT INSTRUCTION:

- I will ask the student sample questions such as, "Can you tell me the difference between
these two words:
o organized and disorganized
o social and antisocial
o hopeless and hopeful
- I will explain how we just practiced both prefixes and suffixes and how they change the
meaning of words.
- I will explain the prefix/ suffix infographic and we will practice how to construct words
using both prefixes and suffixes and then write them on a whiteboard.
- Next, we will use the prefix/ suffix foldable activity to practice reading words with
similar beginning and ending affixes.
- I will then play a video of the song "For the First Time in Forever" on You Tube for her
to listen to. (https://youtu.be/dZyfUPCc7GO)
 o We will then work together to highlight the prefixes and suffixes of the lyrics as
the song plays on separate pages.
- Lastly, I will give her an assessment letter that I have written for her to read out loud to
me involving common multisyllabic words using both prefixes and suffixes.
o She will first read the letter out loud to me, and I will voice record her reading for
me to score later.
o Lastly, she will highlight the letter with the common prefixes and suffixes.

ASSESSMENT:

I will use the personal letter to assess her decoding skills of multisyllabic words as she reads.
will also score her ability to identify prefixes and suffixes using the highlighting strategy. I will
count up how many affixes she is able to identify throughout the letter, and I will also record her
as she reads the letter out loud to gauge her fluency. Overall, I will be assessing her ability to
identify and read multisyllabic words that contain affixes.

REFLECTION:

I thought that the lesson went very well and that she was engaged. The activity that required her
to build words with common affixes was challenging for her. She often tried to build words that
did not make sense without trying to swap out a different suffix. I had to assist her in this activity
several times in order to direct her towards the correct suffix. During the lyric activity, she found
several suffixes that I glanced over which I thought was very impressive on her part. She was
also able to read the letter very clearly and accurately. She only stumbled once or twice
throughout the letter, and she was able to identify the majority of the prefixes and suffixes found
in the multisyllabic words. Overall, she was able to identify 26 out of 26 words correctly
throughout the letter for a total accuracy of I 00%.
 Anecdotal Notes:

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